1. Values based framework & reflective practice

2. Outline Values- Definition HPS National Strategic Framework- values driven How we identified the shared values Values driven practice Homai Primary School Values evident at all levels Nga Mātāpono- photo-language

3. Values are… Values are …the ideals that give significance to our lives; that are reflected through the priorities that we choose, and that we act on consistently and repeatedly. (Brian Hall Values Shift, p 21, 1994 )

4. Values Values are deeply held beliefs about what is important or desirable. Our values are expressed in the way we think and act.

5. NZ HPS National Strategic framework Authentic development of values and values based action required ‘participatory learning’- lived experience and deliberate reflection.

6. Kia Kōtahi to hoe o tō tātou nei waka kia tae tika atu ki utu By working as a collective we will reach our destination

7. Participatory, Reflective This HPS National Strategic Framework developed over 8 months through a comprehensive research, advisory and consultation process conducted nationally. Bi-cultural partnership embodied in the HPS National Strategic Framework reflects the strong and consistent direction received from a considerable number of HPS participants and evidence gathered during the consultation process. The Roopū Māori – Ngā Kura Whānau Oranga – have made a significant contribution, ensuring that kaupapa Māori has continued to inform the development of the framework.

8. He Awa Whiria NZ HP values Global HP values Pasifika & others HP values Nga Mātāpono

9. He Awa Whiria He Awa Whiria (braided river), where multiple values (yellow, green and pink) have contributed to the development of Nga Mātāpono The collective approach values and promotes a range of distinctive views within the NZ school community context

10. Nga Mātāpono (values) Unity (based on shared values/principles) within diversity. Nga Mātāpono (values)- provide an anchor, a moral compass for HPS practice at all levels

11. Process to identify what we value/key principles for new framework International Health Promotion IUHPE National Indigenous Pasifika and other ethnic groups Health Education School communities Whanau ora Identification of shared values/principles Nga Mātāpono Checked alignment

12. Health Promotion As an activity or discipline is “values “ based. Examples of the values are… Social justice Participation Empowerment Local ownership Rangatiratanga Others?

13. IUHPE Values/Principles

14. Values & vision driven practice Why? Beliefs and values How? Principles What? Practices

15. Values & vision driven practice Why? Beliefs and values. Mutually agreed upon by the HPS community-forms the basis of the common sense of purpose. Made explicit in vision/mission statement How? Principles. Derived from values and beliefs captured in school community inquiry process, delivery & sector capacity building What? Practices. Living expression of our values

16. What we believe. How we understand our beliefs. How we practice our beliefs. A persons beliefs will determine and dictate their practices, sometimes (not always) a person will consciously understand this relationship. Such beliefs, understandings and practices constructs a persons identity, and how they “act out” this identity. At an individual level, this is often private and implicit. In an organisation it is also possible to construct an identity based on what the organisation believes, together you develop the common understandings of what these beliefs mean in your organisational structure......ultimately determining the “approved” practices of the organisation. Homai School Presentation to HPS National Reference Group School Ethos Community links & partnerships Teaching & learning Homai School Model 2010 HPS Hui.

17. Values evident at all levels

20. School communities HPS facilitators HPS Managers MoE/ MoH HPS Values Improved educational outcomes Improved whānau wellbeing

21. School communities HPS facilitators HPS Managers MoE/ MoH HPS Values Improved educational outcomes Improved whānau wellbeing Our own learning needs Design tasks Actions Evidence used to judge impact School community learning needs Our own learning needs Design tasks Actions Evidence used to judge impact School community learning needs

22. School communities HPS facilitators HPS Managers MoE/ MoH HPS Values Improved educational outcomes Improved whānau wellbeing Our own learning needs Design tasks Actions Evidence used to judge impact School community learning needs Our own learning needs Design tasks Actions Evidence used to judge impact School community learning needs Our own learning needs Design tasks Actions Evidence used to judge impact School community learning needs Our own learning needs Design tasks Actions Evidence used to judge impact School community learning needs

23. School communities HPS facilitators HPS Managers MoE/ MoH HPS Values Improved educational outcomes Improved whānau wellbeing

24. Reflective practice Reflective practice is "the capacity to reflect on action so as to engage in a process of continuous learning", which, according to the originator of the term, is "one of the defining characteristics of professional practice". [1] [1]

25. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". [2] [2] Reflective practice can be an important tool in practice-based professional learning settings where individuals learning from their own professional experiences, rather than from formal teaching or knowledge transfer, may be the most important source of personal professional development and improvement. As such the notion has achieved wide take-up, particularly in professional development for practitioners in the areas of education and healthcare. The question of how best to learn from experience has wider relevance however, to any organizational learning environment. In particular, people in leadership positions have a tremendous development opportunity if they engage in reflective practicepractice-based professional learning professional developmentorganizational learning

26. Photo-language Nga Mātāpono Think for a moment in your role when you witnessed something that made you realise why it’s all worthwhile. When you have re- connected with the moment view the photos following. If one of them connects with your story or speaks to you send a smiley face and tell us about it!

27. We now need one of you tell us the story behind why you chose that photo. The rest of us will listen and try to identify the values implicit in the story. How do these values align with Nga Mātāpono?